Get started
Work

The Mediating Role of Foreign Language Enjoyment: An Affective Pathway Through Which Academic Buoyancy Influences Learning Engagement

Year: 2025
Type: article
Study design: Observational Study
Abstract: Grounded in positive psychology theory in second language acquisition (SLA), this study investigates the impact of academic buoyancy and foreign language enjoyment (FLE) on learning engagement, with a particular emphasis on the mediating role of FLE. A sample of 280 English majors from a 211 Project university in Northeast China complete questionnaire surveys, and data are quantitatively analyzed. The study yields the following results: (1) Learners exhibit moderately high levels of academic buoyancy (M=3.292), FLE (M=3.293), and learning engagement (M=3.331). (2) Academic buoyancy significantly and positively correlates with learning engagement (r=0.764); similarly, FLE shows a strong positive correlation with learning engagement (r=0.782). (3) Bootstrap mediation analysis confirms that FLE partially mediates the effect of academic buoyancy on learning engagement (indirect effect=0.390). These findings reveal that academic buoyancy directly promotes learning engagement and indirectly enhances it by stimulating positive emotional experiences. The identified pathway — that is, Academic Buoyancy → Foreign Language Enjoyment → Learning Engagement — underscores the crucial role of affective dimensions in educational outcomes. The study highlights the importance of fostering positive psychological attributes, especially FLE, as a strategic priority in foreign language education to maximize learner engagement. Practical pedagogical implications are discussed, offering empirical support for integrating affective factors into SLA practices for English majors.
DOI: 10.35534/gei.0503009
Authors: Baoqi Yan, Shu Zhai
Language: English
Open Access status: hybrid
OpenAlex ID: W4413226768
FWCI: 3.861
Cites:
Cited by: 1
Related to: 10